Diversity in california
1 / 27

Diversity in California - PowerPoint PPT Presentation

  • Uploaded on

Diversity in California. Carla Piper, Ed. D. SDAIE Strategies for Meeting Needs of English Language Learners. Student Ethnicity. California students are so ethnically diverse that no one group is in the majority. Look up the Statistics for your county, district, opr school at:

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about ' Diversity in California' - ryan-page

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Diversity in california

Diversity in California

Carla Piper, Ed. D.

SDAIE Strategies for Meeting Needs of English Language Learners

Student ethnicity
Student Ethnicity

California students are so ethnically diverse that no one group is in the majority.

Look up the Statistics for your county, district, opr school at:


Dataquest - http://data1.cde.ca.gov/dataquest/

English learner el students
English Learner (EL) Students

Nearly a quarter of California students (more than one-third in kindergarten and first grade) are learning English as their second language. San Joaquin County averages more English learners than the state average.

Multicultural approach
Multicultural Approach

  • Equal Opportunity to learn, succeed, and become what he or she would like regardless of:

    • Sex, race, social class background, ethnicity, sexual orientation, disability

  • Cultural Pluralism

    • No one best way to be “US American”

    • What is the all-American child?

    • Does not mean you have to give up your families’ identities, sense of group solidarity, or cultural beliefs

Multiple perspectives
Multiple Perspectives

  • Emphasis typically on Eurocentric History

  • Use of Visuals in your Classroom

    • What does your classroom look like?

    • Are there people of different races, sexes, extended families, disabilities, etc.

    • Quotations from diverse leaders?

  • Role models

    • Non-stereotypical, gender and ethnicity

    • Depicting diverse life styles, cultures, etc.

How do you teach your content to english language learners
How do you teach your content to English Language Learners?

  • SDAIE Strategies - Specially Designed Academic Instruction in English

  • Introduce and Scaffold Key Concepts

  • Language and Vocabulary Needed to Understand Content

  • ELD Standards

    • Standards in English - http://www.cde.ca.gov/re/pn/fd/documents/englangdev-stnd.pdf

    • Standards in Spanish - http://www.cde.ca.gov/be/st/ss/documents/eldspan.pdf

    • California ELL Website - http://www.cde.ca.gov/sp/el/

Sdaie lesson planning strategies introducing content
SDAIE Lesson Planning StrategiesIntroducing Content

  • Prepare Students by Scaffolding

    • Hands-On Experiences

    • Tap into Prior Knowledge

    • Graphic Organizers and Mind Maps

    • Visuals, Maps, Models

    • Realia

  • Vocabulary and Language Development


Provide relevant instruction and practice through SDAIE strategies:

  • Practice independently, with partners, and collaboratively

  • Use varied grouping configurations and activities for various learning styles.

  • Monitor students and provide feedback.

  • Modify materials and presentation to enhance learning

Extend and continually assess student learning
Extend and Continually Assess Student Learning

  • Extend, enrich, and integrate learning across the curriculum.

  • Help students make conceptual and linguistic connections across the curriculum.

  • Assess

    • Check for clarification

    • Observe and assess concept and skill development

    • Ongoing assessment and modification of instruction when needed


  • Gives a clear example of expectation

  • Shows a finished product (student work)

  • Performs a mini-demonstration

SDAIE Checklist by Williams, 1996


  • Weaves to existing schema

  • Engages students in “into” activities

  • Builds on prior knowledge/experience


  • Provides right environment to explore concept

  • Uses concrete referents (picture, realia)

  • Elaborates through synonyms, antonyms, metaphors, analogies, anecdotes, examples, descriptions, storytelling

Building schema
Building Schema

  • Presents a skeletal framework to build new information

  • Provides advanced organizers for direct teaching

  • Presents new information with graphic organizer

  • (Mapping, Venn diagram)

Developing metacognition
Developing Metacognition

  • Teaches strategies for learner autonomy

  • Debriefs process of learning

  • Discusses implications of strategies for future learning


  • Guides revisitation of material with a meaningful collaborative activity

  • Teaches same concept in different context

  • Students transform narrative into graphic (art)

  • Students transform test into skit (letter to the editor)

Checking for comprehension
Checking for Comprehension

  • Finds out if understanding has been achieved

  • Employs specific interactive activities

  • Allows for multiple ways to show understanding

Monitoring and assessing
Monitoring and Assessing

  • Assesses on an on-going basis

  • Observes student behaviors and language

  • Collects students’ products, writing, audio-tapes


  • Asks questions that are open-ended/referential

  • Asks questions that have multiple possible responses

  • Encourages students to question each other

  • Engages students in collaborative activities

Adjusting speech register
Adjusting Speech Register

  • Addresses students with NNS (Non-Native Speaker) in mind

  • Faces students when speaking

  • Incorporates non-verbal behaviors to support verbal presentation

  • Enunciates clearly, highlight key words

  • Allows for more pause time in answering questions

Orchestrating all modalities for learning
Orchestrating All Modalities for Learning

  • Activities all senses in the learning process

  • Provides hands-on activities

  • Supports auditory learning with visual and kinesthetic experience

Interacting teacher student student student student material student self
Interacting (Teacher/Student, Student/Student, Student/Material, Student/Self)

  • Engages students in interactions for negotiating

  • Identity and meaning

  • Provides opportunity for all kinds of interaction

History of california diversity
History of California Diversity Student/Material, Student/Self)

  • California History Online - http://www.californiahistory.net/index.htm

  • Timeline http://www.californiahistory.net/temporary_files/annotated.htm

  • California History Online – Mexican California http://www.californiahistory.net/ranchos_frame_main.htm

  • California Historical Society


  • CREDE - http://www.crede.org/

Who is a californian
Who is a Californian? Student/Material, Student/Self)

  • Punjabi-Mexican Families

    • Roots in the Sand: http://www.pbs.org/rootsinthesand/

  • Middle Eastern Studies – Berkeley http://www.lib.berkeley.edu/doemoff/mideast

  • Azores to California http://wwwlibrary.csustan.edu/bsantos/bsantos.html

  • Oakland History - http://www.oaklandhistory.com/files/hmenu.html

California resources
California Resources Student/Material, Student/Self)

  • United Farmworkershttp://sunsite.berkeley.edu/calheritage/UFW/

  • PBS Asian American Ancestors - http://www.pbs.org/ancestorsintheamericas/index.html

  • Manzanar - http://www.nps.gov/manz/

  • South Asian Network - http://www.southasiannetwork.org/index.htm

  • Chinese Historical and Cultural Project - http://www.chcp.org/index.html

  • Japanese American National Museum - http://www.janm.org/

African american history
African American History Student/Material, Student/Self)

  • Our Shared History - http://www.cr.nps.gov/aahistory/

  • Online Archives of California - http://www.oac.cdlib.org/

  • Martin Luther King Papers Project – Stanford - http://www.stanford.edu/group/King/

  • Africans in America - http://www.pbs.org/wgbh/aia/

  • The African American Mosaic -http://www.loc.gov/exhibits/african/intro.html

Cultural history of california
Cultural History of California Student/Material, Student/Self)

  • Virtual Museum of San Francisco - http://www.sfmuseum.org/hist1/index0.1.html

  • California Heritage Museum - http://sunsite.berkeley.edu/CalHeritage/

  • California Historical Museum Guide - http://www.censusfinder.com/california-historical-museums.htm

  • American Indian History -http://www.csulb.edu/projects/ais/

  • California Native Americans Commission - http://ceres.ca.gov/nahc/default.html